Unit:
Κατεύθυνση Εφαρμογές της Ψυχολογίας στη σχολική κοινότηταLibrary of the School of Philosophy
Author:
Archoleka Vasiliki
Supervisors info:
Φιλιππάτου Διαμάντω, Αναπληρώτρια Καθηγήτρια του Τμήματος Ψυχολογίας, του
Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Φωτεινή Πολυχρόνη, Αναπληρώτρια Καθηγήτρια Εκπαιδευτικής Ψυχολογίας, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Αικατερίνη Λαμπροπούλου, Επίκουρη Καθηγήτρια Εφαρμοσμένης Σχολικής Ψυχολογίας, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Διερεύνηση της σχέσης των γνωστικών διεργασιών και των ακαδημαϊκών συναισθημάτων σε μαθητές Δευτεροβάθμιας Εκπαίδευσης με Ειδικές Μαθησιακές Δυσκολίες
Translated title:
Investigation of the Relationship between Cognitive Processes and Academic Emotions in Secondary Education Students with Specific Learning Difficulties
Summary:
The aim of the present study was to investigate the relationship between cognitive processes and academic emotions in Secondary Education students with specific learning difficulties (SpLD). The investigation is based on the cognitive model of emotion SPAARS (Schematic Propositional Analogical and Associative Representation Systems) (Power & Dalgleish, 1999). The model is multi-layered and encompasses four distinct levels of representation of the aforementioned relationship: the analogical, the propositional, the schematic model and the associative. The study was conducted on 14 adolescents aged between 12 to 16 years through semi-structured interviews focusing on the following axes: the types of critical events and challenging situations encountered by students in school, the recognition and naming of emotions, previous experiences that triggered emotions, the reaction of the environment, current strategies employed for managing emotions, beliefs about emotions, emotions evoked, the students' interpretations of the difficulties, the impact of these situations on students' psychological well-being. The analysis is based on identifying the levels of the model to trace each student's route and to link their cognitive processes with the emotions they experience during the learning process. From the research, it became evident that all students mainly experience negative emotions at school, the challenges they face have led to the development of a negative self-image, τhey are concerned about their popularity and their poor performance while they do not perceive the school as a protective factor. The research contributes to enriching our understanding and deepening the knowledge of the academic emotions developed by students with specific learning difficulties.
Main subject category:
Philosophy - Psychology
Keywords:
Secondary Education, Special Learning Difficulties., Academic emotions, SPAARS model, qualitative research
Number of references:
149
